The resource teacher is key to the process of the development and monitoring of SEPs. He or she works within a school environment that supports the inclusion of students with exceptionalities. Inclusive schools are those where all members accept their fair share of responsibility for all children, including those with disabilities (Fuchs and Fuchs 1994). The processes of consultation, collaboration, and co-teaching are recognized as essential for effective inclusion programs (Dettmer, Dyck and Thurston 1999, 40). The resource teacher operates within a model of collaborative consultation, where he or she plays a role in assessment (informal, curriculum-based and some standardized), in co-planning and co-teaching, and in the provision of resources for the classroom teacher to address the needs of an exceptional student. Inclusion incorporates a continuum of services for students with exceptionalities, in which case the resource teacher may serve students through monitoring, direct, or indirect service, and with continued consultation and collaboration with the classroom teacher and others involved in the student's program. The resource teacher is responsible for the tracking and storage of SEPs within his or her school. (Guidelines and Standards: Educational Planning for Students with Exceptionalities)
Resource Teachers
What are Resource Teachers?
The resource teacher is key to the process of the development and monitoring of SEPs. He or she works within a school environment that supports the inclusion of students with exceptionalities. Inclusive schools are those where all members accept their fair share of responsibility for all children, including those with disabilities (Fuchs and Fuchs 1994). The processes of consultation, collaboration, and co-teaching are recognized as essential for effective inclusion programs (Dettmer, Dyck and Thurston 1999, 40). The resource teacher operates within a model of collaborative consultation, where he or she plays a role in assessment (informal, curriculum-based and some standardized), in co-planning and co-teaching, and in the provision of resources for the classroom teacher to address the needs of an exceptional student. Inclusion incorporates a continuum of services for students with exceptionalities, in which case the resource teacher may serve students through monitoring, direct, or indirect service, and with continued consultation and collaboration with the classroom teacher and others involved in the student's program. The resource teacher is responsible for the tracking and storage of SEPs within his or her school. (Guidelines and Standards: Educational Planning for Students with Exceptionalities) Who are our Resource Teachers?